Working in hospitals, primary care and other healthcare settings, carrying out routine technical and scientific procedures. Supporting healthcare science (HCS) practitioners and clinical scientists.
This occupation is found in hospitals, general practice and other settings in the health sector.
Employers can vary in size from a large national organisation such as the NHS through to a private practice.
Healthcare Science Associates work in Life Sciences, Physiological Sciences, Physical Sciences, Clinical Engineering, Clinical Bioinformatics in environments such as outpatient departments laboratories and engineering workshops.
The individual environment they work in determines the full scope of their role and the range of tests and activities they carry out.
Healthcare Science Associates are part of a wider team contributing to safe patient care across all care pathways from conception to end of life across all areas of healthcare science.
The broad purpose of the occupation is to perform a range of technical and scientific procedures and support the work of Healthcare Science Practitioners and Clinical Scientists.
The Healthcare Science Associate performs routine healthcare science investigations and communicates their results.
Healthcare Science Associates are likely to support the development and maintenance of healthcare science standards and protocols. They may contribute to the functioning of clinical, diagnostic and therapeutic services. They might help with quality controlling the technical processing of samples or tests. They may also manage medical equipment.
The Healthcare Science Associate follows specific procedures in accordance with health, safety, governance and ethical requirements.
In their daily work, an employee typically interacts with Healthcare Science professionals, the wider multi-disciplinary healthcare team, patients and the public.
They also support other members of the multi-disciplinary team with procedures from conception through to completion.
A Healthcare Science Associate will be responsible for performing diagnostic tests and tasks. They will also record and escalate adverse incidents or any results requiring urgent action to senior staff. They will deliver training and guidance to others.
They will support others on performing investigations and the appropriate use of equipment. They will plan their own workload and supervise that of others. They will ensure the effective use of stock and physical resources.
The Healthcare Science Associate follows specific procedures in accordance with health, safety, governance and ethical requirements.
A Healthcare Science Associate will contribute to multi-professional teamwork and to the day-to-day supervision of the service and its staff. They will ensure the accuracy of data recorded and collected. They will also take part in quality improvement, research and improvement as required by the role.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 24 months. The EPA period is typically 2 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the healthcare science associate, the qualification required is:
Level 4 Diploma in Healthcare Science (603/2313/9)
Level 4 Diploma in Healthcare Science (Anatomical Pathology Technology) (603/3970/6)
Sunderland University Level 4 Diploma in Healthcare Science
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 5 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 14 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Academy for Healthcare Science for Healthcare Science Associate Register (non-accredited)
Please contact the professional body for more details.
This apprenticeship aligns with The Science Council for Registered Science Technician (RSciTech)
Please contact the professional body for more details.
This occupation is found in hospitals, general practice and other settings in the health sector.
Employers can vary in size from a large national organisation such as the NHS through to a private practice.
Healthcare Science Associates work in Life Sciences, Physiological Sciences, Physical Sciences, Clinical Engineering, Clinical Bioinformatics in environments such as outpatient departments laboratories and engineering workshops.
The individual environment they work in determines the full scope of their role and the range of tests and activities they carry out.
Healthcare Science Associates are part of a wider team contributing to safe patient care across all care pathways from conception to end of life across all areas of healthcare science.
The broad purpose of the occupation is to perform a range of technical and scientific procedures and support the work of Healthcare Science Practitioners and Clinical Scientists.
The Healthcare Science Associate performs routine healthcare science investigations and communicates their results.
Healthcare Science Associates are likely to support the development and maintenance of healthcare science standards and protocols. They may contribute to the functioning of clinical, diagnostic and therapeutic services. They might help with quality controlling the technical processing of samples or tests. They may also manage medical equipment.
The Healthcare Science Associate follows specific procedures in accordance with health, safety, governance and ethical requirements.
In their daily work, an employee typically interacts with Healthcare Science professionals, the wider multi-disciplinary healthcare team, patients and the public.
They also support other members of the multi-disciplinary team with procedures from conception through to completion.
A Healthcare Science Associate will be responsible for performing diagnostic tests and tasks. They will also record and escalate adverse incidents or any results requiring urgent action to senior staff. They will deliver training and guidance to others.
They will support others on performing investigations and the appropriate use of equipment. They will plan their own workload and supervise that of others. They will ensure the effective use of stock and physical resources.
The Healthcare Science Associate follows specific procedures in accordance with health, safety, governance and ethical requirements.
A Healthcare Science Associate will contribute to multi-professional teamwork and to the day-to-day supervision of the service and its staff. They will ensure the accuracy of data recorded and collected. They will also take part in quality improvement, research and improvement as required by the role.
| Duty | KSBs |
|---|---|
|
Duty 1 Practice professionally and within the limits of own competence and the role, adhering to the standards, policies and protocols used in the workplace. |
|
|
Duty 2 Provide technical scientific services and use problem solving skills to recognise and address issues. |
|
|
Duty 3 Support the provision of clinical care. |
|
|
Duty 4 Use communication techniques to facilitate understanding and provide feedback. |
|
|
Duty 5 Provide leadership to colleagues and work in partnership with the wider healthcare team. |
|
|
Duty 6 Maintain a healthy, safe and secure workplace and support others to do the same. |
|
|
Duty 7 Adhere to quality procedures relevant to own role and take part in audit or service improvement programmes that contribute to patient care. |
|
|
Duty 8 Contribute to innovation or research within scope of own role. |
|
|
Duty 9 Maintain and develop own competence and that of others by taking part in personal and professional development. |
|
|
Duty 10 Promote information governance and maintain confidentiality. |
K1: The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role.
Back to Duty
K2: The scope of own role, including the limitations of own competence and that of others in your team.
Back to Duty
K3: The importance of probity, honesty and integrity in professional practice.
Back to Duty
K4: The importance of mental health, wellbeing and resilience of yourself and your team.
Back to Duty
K5: Underpinning healthcare science relevant to own role and services provided.
Back to Duty
K6: The methods and techniques for resolving problems.
Back to Duty
K7: The principles of equipment management.
Back to Duty
K8: The importance of Standard Operating Procedures and the requirements for drafting them and keeping them up to date.
Back to Duty
K9: The principles of critical evaluation of the evidence base that underpins own technical practice.
Back to Duty
K10: A range of different data presentation methods appropriate for the audience or circumstances including digital considerations.
Back to Duty
K11: The principles of person-centred care.
Back to Duty
K12: The principles of a ‘duty of care’ and safeguarding.
Back to Duty
K13: The rights of individuals and own role with regard to informed consent.
Back to Duty
K14: Key factors influencing dignity, rights, privacy and confidentiality.
Back to Duty
K15: Technical investigations appropriate to clinical conditions encountered within scope of own role.
Back to Duty
K16: Technical information and appropriate ways to present it including the use of digital technology.
Back to Duty
K17: The importance of active listening, observation, the use of language and feedback.
Back to Duty
K18: Barriers to communication and techniques for addressing them.
Back to Duty
K19: The importance of information governance and the legislation and protocols that apply to own role and your team members.
Back to Duty
K20: Confidentiality of consultation/medical records and the limits of the concept of confidentiality.
Back to Duty
K21: Best practice for presenting information including the use of digital resources.
Back to Duty
K22: The policy and procedure for complaints and difficult situations.
Back to Duty
K23: The importance of working within the wider healthcare team and how healthcare science impacts on the wider delivery of services.
Back to Duty
K24: The principles for planning, agreeing and checking the work of the team in line with protocols.
Back to Duty
K25: Where to go for help and support about anything related to own and the team’s work.
Back to Duty
K26: The principles of leadership and teamworking.
Back to Duty
K27: Why it is important to be aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team.
Back to Duty
K28: Legislation and policies relating to health and safety at work and own responsibilities.
Back to Duty
K29: The meaning and implications of ‘risk’ and ‘risk assessment’, including the importance of disseminating findings and protocols for implementing outcomes.
Back to Duty
K30: What to do in situations that could cause harm to self or others such as critical incidents.
Back to Duty
K31: The principles of safe lifting and handling of individuals, equipment or other items.
Back to Duty
K32: Infection prevention and control requirements relevant to own role.
Back to Duty
K33: The hazardous materials and substances in own workplace and ways to manage them safely.
Back to Duty
K34: The principles of training others in health, safety and security practices relevant to own role.
Back to Duty
K35: Quality management, improvement, and audit within own area of practice.
Back to Duty
K36: The governance and ethical framework applied to audit and its contribution to patient care.
Back to Duty
K37: Audit or service outcomes and the importance of continuous improvements.
Back to Duty
K38: The benefits of evidence, evaluation, innovation or research to healthcare science practice.
Back to Duty
K39: The importance of developing and introducing innovation and sustainability into practice.
Back to Duty
K40: The importance of critical reflection in helping maintain and support the quality and safety of patient care.
Back to Duty
K41: The scope of own role and the importance of continuing personal and professional development.
Back to Duty
K42: The principles of mentoring practice and the underpinning theories of mentoring.
Back to Duty
K43: The importance of appraisal, performance review and preparing action plans.
Back to Duty
K44: The principles underpinning the practical training of others in techniques and procedures.
Back to Duty
S1: Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role.
Back to Duty
S2: Work within the scope of the role, the limits of own knowledge and skills and support others to do the same.
Back to Duty
S3: Act in line with probity requirements and support others to do the same.
Back to Duty
S4: Promote mental health, wellbeing and resilience in the workplace.
Back to Duty
S5: Provide technical healthcare-science-based services relevant to own role.
Back to Duty
S6: Recognise problems and seek technical solutions to them and support others to do the same.
Back to Duty
S7: Perform a range of equipment management activities appropriate to own role including fault-finding, preventative maintenance, calibration or repair.
Back to Duty
S8: Contribute to the drafting or revising of Standard Operating Procedures (SOPs).
Back to Duty
S9: Support decisions made to initiate, continue, modify or cease using techniques or procedures.
Back to Duty
S10: Analyse, interpret, record and present healthcare science technical data.
Back to Duty
S11: Provide or support the provision of person-centred care.
Back to Duty
S12: Take responsibility for any care provided by yourself and your team members including adhering to duty of care and safeguarding requirements.
Back to Duty
S13: Apply policy and protocols that relate to informed consent.
Back to Duty
S14: Protect the dignity, rights, privacy and confidentiality of individuals and support others to do the same.
Back to Duty
S15: Deliver or support the delivery of high quality technical clinical procedures in the investigation or management of individuals.
Back to Duty
S16: Convey information using appropriate techniques.
Back to Duty
S17: Give and receive feedback that informs your own practice and that of others in the team.
Back to Duty
S18: Use techniques to reduce communication barriers and support others to do the same.
Back to Duty
S19: Keep accurate, confidential records and produce reliable data, inputting and retrieving information within required governance processes and checking that others do the same.
Back to Duty
S20: Share information correctly as part of the healthcare science team and the multi-professional team.
Back to Duty
S21: Use technology to present information.
Back to Duty
S22: Follow protocols for dealing with or reporting difficult situations and complaints.
Back to Duty
S23: Work as part of the healthcare science team and the wider healthcare team to provide healthcare science services.
Back to Duty
S24: Plan, review and report on the work of a team and individuals within it.
Back to Duty
S25: Follow delegation, reporting and escalation protocols appropriate to own role.
Back to Duty
S26: Demonstrate leadership skills appropriate to own role and work in partnership with the healthcare science and wider healthcare team.
Back to Duty
S27: Help create the conditions that assist the team in providing a supportive environment for colleagues.
Back to Duty
S28: Maintain and check that others maintain a safe and healthy working environment.
Back to Duty
S29: Participate in the management of risk, supporting others to do the same.
Back to Duty
S30: Take appropriate action in response to incidents or emergencies, reporting or escalating as required by the situation.
Back to Duty
S31: Move and transport items safely for example individuals or equipment and items.
Back to Duty
S32: Adhere to protocols for infection prevention and control and support others to do the same.
Back to Duty
S33: Follow guidelines and procedures for handling hazardous materials and substances.
Back to Duty
S34: Demonstrate relevant health, safety or security practices to others in the team.
Back to Duty
S35: Take part in quality management technical audit processes relevant to own role.
Back to Duty
S36: Participate in audit or service improvement programmes.
Back to Duty
S37: Share the outcome of audit or service improvement with others.
Back to Duty
S38: Support the improvement of healthcare science practice by taking part in innovation or research or service improvement activities.
Back to Duty
S39: Undertake audit, research or other activities which support quality improvement, innovation and sustainability in healthcare science.
Back to Duty
S40: Critically reflect on your technical and non-technical practice and how it impacts on the quality and safety of patient care.
Back to Duty
S41: Work within the limits of your personal competence, keeping up-to-date by engaging in continuing personal and professional development.
Back to Duty
S42: Take part in mentoring processes with colleagues and students.
Back to Duty
S43: Respond to appraisal or performance review and feedback in relation to your own development and action plans.
Back to Duty
S44: Supervise and demonstrate practical skills to others.
Back to Duty
B1: Treat people with dignity.
Back to Duty
B2: Champion equality and diversity.
Back to Duty
B3: Show compassion, respect and empathy.
Back to Duty
B4: Be honest, conscientious and committed.
Back to Duty
B5: Committed to continuously developing their own professional practice.
Back to Duty
B6: Committed to working to the standards of good scientific practice for the Healthcare science professions.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 4
Ofqual regulated
Level: 4
Ofqual regulated
Level: 4
This standard aligns with the following professional recognition:
V1.1
This document explains the requirements for end-point assessment (EPA) for the healthcare science associate apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Healthcare science associate apprentices, their employers and training providers should read this document.
A full-time healthcare science associate apprentice typically spends 24 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 2 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the apprenticeship provider and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - observation of practice with questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
|
On-programme - typically 24 months
|
The apprentice must:
The qualification required is one of the following: Level 4 Diploma in Healthcare Science (603/2313/9) Level 4 Diploma in Healthcare Science (Anatomical Pathology Technology) (603/3970/6) Sunderland University Level 4 Diploma in Healthcare Science
|
|---|---|
|
End-point assessment gateway
|
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO along with any organisation specific policies and procedures requested by the EPAO. |
|
End-point assessment - typically 2 months
|
The grades available for each assessment method are below
Observation of practice with questions:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
|
|
Professional recognition
|
This apprenticeship aligns with:
This apprenticeship aligns with:
|
|
Re-sits and re-takes
|
|
The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 2 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 9 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not rely on reflective accounts or any methods of self-assessment. Reflective accounts should only be used where appropriate to the KSBs. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the professional discussion. The independent assessor should review the portfolio of evidence to prepare questions for the professional discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the observation with questions, an independent assessor observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not allowed. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This EPA method is being used because.
The observation of practice with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the observation of practice with questions.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give the apprentice 2 weeks' notice of the observation with questions.
The observation must take 2 hours.
The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation may be split into discrete sections held on the same working day.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
· Communicating in a way that facilitates understanding
· Maintaining the health and safety of the workplace, individuals, colleagues and themselves through safe work practices
· Adhering to protocols relevant to their role, the service or intervention they are providing and the organisation they are working in.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. Questioning can occur both during and after the observation.
The purpose of the independent assessor's questions will be to explore the apprentice's knowledge and understanding.
The time for questioning is included in the overall assessment time. The independent assessor must ask at least 5 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the above set number of questions for the observation with questions and should be kept to a minimum.
The independent assessor must make the grading decision. The independent assessor must assess the observation and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The observation of practice with questions must take place in the apprentice’s normal place of work for example, their employer’s premises or a customer’s premises. Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
Questioning that occurs after the observation should take place in a suitable environment, for example a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must produce the following materials to support the observation of practice with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This EPA method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose is to assess the apprentice's competence against the following themes:
The purpose of the independent assessor's questions will be to assess the depth of the apprentice's understanding of the KSBs.
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 1 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 14 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
|---|---|
|
Working professionally and to protocol
K1 K2 K3 S1 S2 S3 B1 B3 B6 |
Practices within the scope of own role and limits of own competence in line with legislation, standard operating procedures and codes of conduct. (K1, K2, S1, S2, B6)
Practices with probity, treating people with dignity and showing compassion, respect and empathy (K3, S3, B1, B3) |
|
Working as part of the healthcare team to contribute to the provision of care for individuals
K5 K7 K10 K15 K23 K26 S5 S7 S10 S15 S23 S26 B4 |
Applies the correct underpinning scientific principles to provide technical services in the healthcare science environment (K5, S5)
Manages equipment appropriately, performing a range of activities such as fault finding, preventative maintenance, calibration or repair (K7, S7)
Analyses, interprets, records and presents technical data relevant to the audience and context (K10, S10)
Selects and undertakes technical investigations and procedures relevant to the individual, working as part of the healthcare science team and within scope of own role (K15, K23, S15, S23)
Works in partnership with others, showing leadership skills within the scope of the role and behaviours that are honest, conscientious and committed (K26, S26, B4) |
|
Communication and information governance
K16 K17 K18 K19 K20 S16 S17 S18 S19 S20 |
Uses communication techniques and tools to convey technical and other information in a way that facilitates understanding, reduces barriers to communication and encourages others to do the same (K16, K18, S16, S18) Takes part in giving and receiving feedback, actively listening and observing how it informs own practice and that of other team members (K17, S17) Inputs, retrieves, stores and shares information correctly, within required governance processes adhering to confidentiality requirements including the limits of confidentiality and checks accuracy of own and others' work (K19, K20, S19, S20)
|
|
Health, safety and security
K28 K31 K32 K34 S28 S31 S32 S34 |
Upholds a safe, healthy and secure working environment and checks that others do too in line with the legislation and policies that apply to the role, providing training and demonstration to others (K28, K34, S28, S34) Moves and transports items safely and in line with the principles of safe lifting and handling of individuals, equipment or other items (K31, S31) Adheres to protocols for infection prevention and control and supports others to do the same (K32, S32) |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Technical services
K6 K8 K9 K21 S6 S8 S9 S21 |
Explains how they approach problems that arise in the workplace, how they find solutions and how they support others to do the same (K6, S6) Explains how they contribute to drafting or revising Standard Operating Procedures (SOPs) (K8, S8) Explains how they evaluate the evidence base to support decision making when initiating, continuing, modifying or ceasing to use techniques or procedures (K9, S9) Explains best practice in presenting information and describes how they use technology to present information (K21, S21) |
Discusses how issues arising in the workplace can result in a change in technical practice, policy or Standard Operating Procedures (K8, K9, S8, S9)
|
|
Providing care for individuals
K4 K11 K12 K13 K14 K22 S4 S11 S12 S13 S14 S22 |
Explains how they promote mental health, wellbeing and resilience in the workplace (K4, S4)
Explains how they support the provision of person-centred care provided by the team and adhering to duty of care and safeguarding requirements (K11, S11, K12, S12)
Explains how they apply policy and protocols that relate to informed consent and how they protect dignity, rights, privacy and confidentiality (K13, S13, K14, S14)
Explains how they follow protocols for dealing with difficult situations and complaints (K22, S22) |
Reflects on own experiences and those of the team when dealing with difficult situations and complaints and the impact this has on providing care for individuals (K22, S22) |
|
Leadership and teamwork
K24 K25 K27 S24 S25 S27 B2 |
Explains how they plan, review and report on the work of a team and individuals, ensuring that delegation, reporting and escalation protocols are followed (K24, S24, K25, S25)
Explains why it is important to be aware of own strengths, limitations and behaviours and how they provide a supportive environment for colleagues (K27, S27)
Reflects on how they champion equality and diversity in the workplace (B2) |
Evaluates own leadership style and critiques examples of leadership, management and supervision including how the different styles impact on themselves and others (K24, K25, K27, S24, S25, S27)
|
|
Health, safety and security
K29 K30 K33 S29 S30 S33 |
Explains the meaning of ‘risk’ and ‘risk assessment’ and describes how they contribute to the management of risk in the workplace (K29, S29)
Explains how they use guidelines and procedures for handling hazardous materials and substances and how they would manage an incident, accident or emergency in the workplace (K30, S30, K33, S33) |
Evaluates the methods for conducting and recording risk assessments within the scope of their own practice (K29, S29) |
|
Quality and improvement
K35 K36 K37 S35 S36 S37 |
Evaluates the management of quality management, improvement and audit within their service, the governance and ethical frameworks that apply and evaluates own role within the process (K35, K36, S35, S36) Explainshow they share outcomes of audit or service improvement with others and the impact that continuous improvement has on service outcomes (K37, S37)
|
Compares and contrasts the impact of different quality or improvement activities evaluating the ways in which different outcomes can affect the service and or user experience (K35, S35) |
|
Innovation and research
K38 K39 S38 S39 |
Explains their involvement in innovation, research or service improvement activities to enhance healthcare science activities, analysing the benefits of evidence, evaluation, innovation or research (K38, S38) Describes the audit, research and other activities which support quality improvement and innovation, explaining the principles of how innovation is introduced to practice and evaluating their own role in the process (K39, S39) |
Evaluates a range of evidence, and the ways in which it impacts on service innovation and/or research activities that they have been involved with (K38, S38) |
|
Personal development and CPD
K40 K41 K42 K43 K44 S40 S41 S42 S43 S44 B5 |
Explains how they critically reflect on their own technical and non-technical practice, describing the critical reflection principles they use and evaluating the impact of critical reflection on the quality and safety of clinical care that they provide (K40, S40) Explains how they work within the limits of their own personal competence, and how they keep up to date by engaging in continuing personal and professional development (K41, S41, B5) Explains the mentoring process and evaluates their own role in supervising and demonstrating practical skills to others, considering the theories that impact on the way they mentor and supervise others at work (K42, K44, S42, S44) Evaluates how they respond to appraisal, performance review or feedback describing the actions they take to support their own development (K43, S43) |
Evaluates their experience of developing as a reflective practitioner analysing and predicting their future requirements for continuous professional development (K40, S40, K41, S41) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the observation of practice with questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. In order to achieve an overall EPA distinction, apprentices must achieve a pass in the observation of practice assessment method and distinction in the professional discussion assessment method.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Observation of practice with questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. Back to Grading |
Observation of practice with questions |
|
K2
The scope of own role, including the limitations of own competence and that of others in your team. Back to Grading |
Observation of practice with questions |
|
K3
The importance of probity, honesty and integrity in professional practice. Back to Grading |
Observation of practice with questions |
|
K4
The importance of mental health, wellbeing and resilience of yourself and your team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5
Underpinning healthcare science relevant to own role and services provided. Back to Grading |
Observation of practice with questions |
|
K6
The methods and techniques for resolving problems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
The principles of equipment management. Back to Grading |
Observation of practice with questions |
|
K8
The importance of Standard Operating Procedures and the requirements for drafting them and keeping them up to date. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
The principles of critical evaluation of the evidence base that underpins own technical practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
A range of different data presentation methods appropriate for the audience or circumstances including digital considerations. Back to Grading |
Observation of practice with questions |
|
K11
The principles of person-centred care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
The principles of a ‘duty of care’ and safeguarding. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K13
The rights of individuals and own role with regard to informed consent. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Key factors influencing dignity, rights, privacy and confidentiality. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
Technical investigations appropriate to clinical conditions encountered within scope of own role. Back to Grading |
Observation of practice with questions |
|
K16
Technical information and appropriate ways to present it including the use of digital technology. Back to Grading |
Observation of practice with questions |
|
K17
The importance of active listening, observation, the use of language and feedback. Back to Grading |
Observation of practice with questions |
|
K18
Barriers to communication and techniques for addressing them. Back to Grading |
Observation of practice with questions |
|
K19
The importance of information governance and the legislation and protocols that apply to own role and your team members. Back to Grading |
Observation of practice with questions |
|
K20
Confidentiality of consultation/medical records and the limits of the concept of confidentiality. Back to Grading |
Observation of practice with questions |
|
K21
Best practice for presenting information including the use of digital resources. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22
The policy and procedure for complaints and difficult situations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K23
The importance of working within the wider healthcare team and how healthcare science impacts on the wider delivery of services. Back to Grading |
Observation of practice with questions |
|
K24
The principles for planning, agreeing and checking the work of the team in line with protocols. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K25
Where to go for help and support about anything related to own and the team’s work. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K26
The principles of leadership and teamworking. Back to Grading |
Observation of practice with questions |
|
K27
Why it is important to be aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K28
Legislation and policies relating to health and safety at work and own responsibilities. Back to Grading |
Observation of practice with questions |
|
K29
The meaning and implications of ‘risk’ and ‘risk assessment’, including the importance of disseminating findings and protocols for implementing outcomes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K30
What to do in situations that could cause harm to self or others such as critical incidents. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K31
The principles of safe lifting and handling of individuals, equipment or other items. Back to Grading |
Observation of practice with questions |
|
K32
Infection prevention and control requirements relevant to own role. Back to Grading |
Observation of practice with questions |
|
K33
The hazardous materials and substances in own workplace and ways to manage them safely. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K34
The principles of training others in health, safety and security practices relevant to own role. Back to Grading |
Observation of practice with questions |
|
K35
Quality management, improvement, and audit within own area of practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K36
The governance and ethical framework applied to audit and its contribution to patient care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K37
Audit or service outcomes and the importance of continuous improvements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K38
The benefits of evidence, evaluation, innovation or research to healthcare science practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K39
The importance of developing and introducing innovation and sustainability into practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K40
The importance of critical reflection in helping maintain and support the quality and safety of patient care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K41
The scope of own role and the importance of continuing personal and professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K42
The principles of mentoring practice and the underpinning theories of mentoring. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K43
The importance of appraisal, performance review and preparing action plans. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K44
The principles underpinning the practical training of others in techniques and procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. Back to Grading |
Observation of practice with questions |
|
S2
Work within the scope of the role, the limits of own knowledge and skills and support others to do the same. Back to Grading |
Observation of practice with questions |
|
S3
Act in line with probity requirements and support others to do the same. Back to Grading |
Observation of practice with questions |
|
S4
Promote mental health, wellbeing and resilience in the workplace. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Provide technical healthcare-science-based services relevant to own role. Back to Grading |
Observation of practice with questions |
|
S6
Recognise problems and seek technical solutions to them and support others to do the same. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S7
Perform a range of equipment management activities appropriate to own role including fault-finding, preventative maintenance, calibration or repair. Back to Grading |
Observation of practice with questions |
|
S8
Contribute to the drafting or revising of Standard Operating Procedures (SOPs). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Support decisions made to initiate, continue, modify or cease using techniques or procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10
Analyse, interpret, record and present healthcare science technical data. Back to Grading |
Observation of practice with questions |
|
S11
Provide or support the provision of person-centred care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Take responsibility for any care provided by yourself and your team members including adhering to duty of care and safeguarding requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S13
Apply policy and protocols that relate to informed consent. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Protect the dignity, rights, privacy and confidentiality of individuals and support others to do the same. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Deliver or support the delivery of high quality technical clinical procedures in the investigation or management of individuals. Back to Grading |
Observation of practice with questions |
|
S16
Convey information using appropriate techniques. Back to Grading |
Observation of practice with questions |
|
S17
Give and receive feedback that informs your own practice and that of others in the team. Back to Grading |
Observation of practice with questions |
|
S18
Use techniques to reduce communication barriers and support others to do the same. Back to Grading |
Observation of practice with questions |
|
S19
Keep accurate, confidential records and produce reliable data, inputting and retrieving information within required governance processes and checking that others do the same. Back to Grading |
Observation of practice with questions |
|
S20
Share information correctly as part of the healthcare science team and the multi-professional team. Back to Grading |
Observation of practice with questions |
|
S21
Use technology to present information. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S22
Follow protocols for dealing with or reporting difficult situations and complaints. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S23
Work as part of the healthcare science team and the wider healthcare team to provide healthcare science services. Back to Grading |
Observation of practice with questions |
|
S24
Plan, review and report on the work of a team and individuals within it. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S25
Follow delegation, reporting and escalation protocols appropriate to own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S26
Demonstrate leadership skills appropriate to own role and work in partnership with the healthcare science and wider healthcare team. Back to Grading |
Observation of practice with questions |
|
S27
Help create the conditions that assist the team in providing a supportive environment for colleagues. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S28
Maintain and check that others maintain a safe and healthy working environment. Back to Grading |
Observation of practice with questions |
|
S29
Participate in the management of risk, supporting others to do the same. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S30
Take appropriate action in response to incidents or emergencies, reporting or escalating as required by the situation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S31
Move and transport items safely for example individuals or equipment and items. Back to Grading |
Observation of practice with questions |
|
S32
Adhere to protocols for infection prevention and control and support others to do the same. Back to Grading |
Observation of practice with questions |
|
S33
Follow guidelines and procedures for handling hazardous materials and substances. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S34
Demonstrate relevant health, safety or security practices to others in the team. Back to Grading |
Observation of practice with questions |
|
S35
Take part in quality management technical audit processes relevant to own role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S36
Participate in audit or service improvement programmes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S37
Share the outcome of audit or service improvement with others. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S38
Support the improvement of healthcare science practice by taking part in innovation or research or service improvement activities. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S39
Undertake audit, research or other activities which support quality improvement, innovation and sustainability in healthcare science. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S40
Critically reflect on your technical and non-technical practice and how it impacts on the quality and safety of patient care. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S41
Work within the limits of your personal competence, keeping up-to-date by engaging in continuing personal and professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S42
Take part in mentoring processes with colleagues and students. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S43
Respond to appraisal or performance review and feedback in relation to your own development and action plans. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S44
Supervise and demonstrate practical skills to others. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Treat people with dignity. Back to Grading |
Observation of practice with questions |
|
B2
Champion equality and diversity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B3
Show compassion, respect and empathy. Back to Grading |
Observation of practice with questions |
|
B4
Be honest, conscientious and committed. Back to Grading |
Observation of practice with questions |
|
B5
Committed to continuously developing their own professional practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B6
Committed to working to the standards of good scientific practice for the Healthcare science professions. Back to Grading |
Observation of practice with questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Working professionally and to protocol
K1 K2 K3 S1 S2 S3 B1 B3 B6 |
The legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. (K1) The scope of own role, including the limitations of own competence and that of others in your team. (K2) The importance of probity, honesty and integrity in professional practice. (K3) |
Act in line with legislation, standard operating procedures, codes of conduct and ways of working that apply to own role. (S1) Work within the scope of the role, the limits of own knowledge and skills and support others to do the same. (S2) Act in line with probity requirements and support others to do the same. (S3) |
Treat people with dignity. (B1) Show compassion, respect and empathy. (B3) Committed to working to the standards of good scientific practice for the Healthcare science professions. (B6) |
|
Working as part of the healthcare team to contribute to the provision of care for individuals
K5 K7 K10 K15 K23 K26 S5 S7 S10 S15 S23 S26 B4 |
Underpinning healthcare science relevant to own role and services provided. (K5) The principles of equipment management. (K7) A range of different data presentation methods appropriate for the audience or circumstances including digital considerations. (K10) Technical investigations appropriate to clinical conditions encountered within scope of own role. (K15) The importance of working within the wider healthcare team and how healthcare science impacts on the wider delivery of services. (K23) The principles of leadership and teamworking. (K26) |
Provide technical healthcare-science-based services relevant to own role. (S5) Perform a range of equipment management activities appropriate to own role including fault-finding, preventative maintenance, calibration or repair. (S7) Analyse, interpret, record and present healthcare science technical data. (S10) Deliver or support the delivery of high quality technical clinical procedures in the investigation or management of individuals. (S15) Work as part of the healthcare science team and the wider healthcare team to provide healthcare science services. (S23) Demonstrate leadership skills appropriate to own role and work in partnership with the healthcare science and wider healthcare team. (S26) |
Be honest, conscientious and committed. (B4) |
|
Communication and information governance
K16 K17 K18 K19 K20 S16 S17 S18 S19 S20 |
Technical information and appropriate ways to present it including the use of digital technology. (K16) The importance of active listening, observation, the use of language and feedback. (K17) Barriers to communication and techniques for addressing them. (K18) The importance of information governance and the legislation and protocols that apply to own role and your team members. (K19) Confidentiality of consultation/medical records and the limits of the concept of confidentiality. (K20) |
Convey information using appropriate techniques. (S16) Give and receive feedback that informs your own practice and that of others in the team. (S17) Use techniques to reduce communication barriers and support others to do the same. (S18) Keep accurate, confidential records and produce reliable data, inputting and retrieving information within required governance processes and checking that others do the same. (S19) Share information correctly as part of the healthcare science team and the multi-professional team. (S20) |
None |
|
Health, safety and security
K28 K31 K32 K34 S28 S31 S32 S34 |
Legislation and policies relating to health and safety at work and own responsibilities. (K28) The principles of safe lifting and handling of individuals, equipment or other items. (K31) Infection prevention and control requirements relevant to own role. (K32) The principles of training others in health, safety and security practices relevant to own role. (K34) |
Maintain and check that others maintain a safe and healthy working environment. (S28) Move and transport items safely for example individuals or equipment and items. (S31) Adhere to protocols for infection prevention and control and support others to do the same. (S32) Demonstrate relevant health, safety or security practices to others in the team. (S34) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Technical services
K6 K8 K9 K21 S6 S8 S9 S21 |
The methods and techniques for resolving problems. (K6) The importance of Standard Operating Procedures and the requirements for drafting them and keeping them up to date. (K8) The principles of critical evaluation of the evidence base that underpins own technical practice. (K9) Best practice for presenting information including the use of digital resources. (K21) |
Recognise problems and seek technical solutions to them and support others to do the same. (S6) Contribute to the drafting or revising of Standard Operating Procedures (SOPs). (S8) Support decisions made to initiate, continue, modify or cease using techniques or procedures. (S9) Use technology to present information. (S21) |
None |
|
Providing care for individuals
K4 K11 K12 K13 K14 K22 S4 S11 S12 S13 S14 S22 |
The importance of mental health, wellbeing and resilience of yourself and your team. (K4) The principles of person-centred care. (K11) The principles of a ‘duty of care’ and safeguarding. (K12) The rights of individuals and own role with regard to informed consent. (K13) Key factors influencing dignity, rights, privacy and confidentiality. (K14) The policy and procedure for complaints and difficult situations. (K22) |
Promote mental health, wellbeing and resilience in the workplace. (S4) Provide or support the provision of person-centred care. (S11) Take responsibility for any care provided by yourself and your team members including adhering to duty of care and safeguarding requirements. (S12) Apply policy and protocols that relate to informed consent. (S13) Protect the dignity, rights, privacy and confidentiality of individuals and support others to do the same. (S14) Follow protocols for dealing with or reporting difficult situations and complaints. (S22) |
None |
|
Leadership and teamwork
K24 K25 K27 S24 S25 S27 B2 |
The principles for planning, agreeing and checking the work of the team in line with protocols. (K24) Where to go for help and support about anything related to own and the team’s work. (K25) Why it is important to be aware of own strengths, limitations and behaviours and how these affect colleagues and the wider team. (K27) |
Plan, review and report on the work of a team and individuals within it. (S24) Follow delegation, reporting and escalation protocols appropriate to own role. (S25) Help create the conditions that assist the team in providing a supportive environment for colleagues. (S27) |
Champion equality and diversity. (B2) |
|
Health, safety and security
K29 K30 K33 S29 S30 S33 |
The meaning and implications of ‘risk’ and ‘risk assessment’, including the importance of disseminating findings and protocols for implementing outcomes. (K29) What to do in situations that could cause harm to self or others such as critical incidents. (K30) The hazardous materials and substances in own workplace and ways to manage them safely. (K33) |
Participate in the management of risk, supporting others to do the same. (S29) Take appropriate action in response to incidents or emergencies, reporting or escalating as required by the situation. (S30) Follow guidelines and procedures for handling hazardous materials and substances. (S33) |
None |
|
Quality and improvement
K35 K36 K37 S35 S36 S37 |
Quality management, improvement, and audit within own area of practice. (K35) The governance and ethical framework applied to audit and its contribution to patient care. (K36) Audit or service outcomes and the importance of continuous improvements. (K37) |
Take part in quality management technical audit processes relevant to own role. (S35) Participate in audit or service improvement programmes. (S36) Share the outcome of audit or service improvement with others. (S37) |
None |
|
Innovation and research
K38 K39 S38 S39 |
The benefits of evidence, evaluation, innovation or research to healthcare science practice. (K38) The importance of developing and introducing innovation and sustainability into practice. (K39) |
Support the improvement of healthcare science practice by taking part in innovation or research or service improvement activities. (S38) Undertake audit, research or other activities which support quality improvement, innovation and sustainability in healthcare science. (S39) |
None |
|
Personal development and CPD
K40 K41 K42 K43 K44 S40 S41 S42 S43 S44 B5 |
The importance of critical reflection in helping maintain and support the quality and safety of patient care. (K40) The scope of own role and the importance of continuing personal and professional development. (K41) The principles of mentoring practice and the underpinning theories of mentoring. (K42) The importance of appraisal, performance review and preparing action plans. (K43) The principles underpinning the practical training of others in techniques and procedures. (K44) |
Critically reflect on your technical and non-technical practice and how it impacts on the quality and safety of patient care. (S40) Work within the limits of your personal competence, keeping up-to-date by engaging in continuing personal and professional development. (S41) Take part in mentoring processes with colleagues and students. (S42) Respond to appraisal or performance review and feedback in relation to your own development and action plans. (S43) Supervise and demonstrate practical skills to others. (S44) |
Committed to continuously developing their own professional practice. (B5) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | Occupational standard, end-point assessment plan and funding band revised. | 01/02/2024 | Not set | Not set |
| 1.0 | Approved for delivery | 31/10/2016 | 31/01/2024 | Not set |
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence